A presentation of design challenges of building an educational video game.

1. Our shelter just collapsed, who didn’t calculate correctly? Design challenges of building an educational video game Presented at the SALT - New Learning Technologies Conference (February 23-25th 2011) Orlando, Florida 1

2. Presenter: Eric D. Milks Project Manager/Instructional Designer/Game Designer Institute for Interactive Technologies (IIT) Bloomsburg University Bloomsburg, PA. 2

3. Discussion Today Overview of project, players, and concept Design tactics Game play Some challenges we needed to overcome A few lessons learned 3

4. The Game 4 SMTE “Survival Master” Simulation and Modeling in Technology Education CENTER FOR TECHNOLOGICAL LITERACY

5. Game Background 5 year funded project to develop and research the academic potential that a computer-based simulation game can play into a middle school technology education (tech. ed.) curriculum. Uses the 3D world to engage students by providing STEM content in forms of activities and challenges. 5

6. Team Members Game Development Serious Game Design Institute, Santa Barbara City College Curriculum Design Help State University of New York (SUNY) at Buffalo NSF National Center for Telecommunications Technologies Research and Evaluation Center for Advanced Study in Education, City University of New York (CUNY) Others SME’s from various states and decrees (STEM advisors) Local Tech Ed middle school teachers 6

9. Type of Game? 9

10. Questions 10 Do all students know how to navigate in a video game? Do they all have the entry knowledge for the expected concepts? Have they played a video game before? How to we win them over (gain and keep interest)?

11. Game Play (Single Player) Allows students to become acquainted with the game (avatar, navigation, game play, etc.) Consists of 4 KSB’s (Knowledge and Skill Builders) in different areas of a virtual mountainside. NPC’s to help out with the KSB concepts.

12. So What Are These KSB’s Geometry Formulas (KSB 1) Surface Area vs. Volume Heat Conduction and Transfer (KSB 2 and 3) Heat Flow Compounded R Values Structure Engineering and Integrity (KSB 4) Dead and Live Loads (snow and wind)

13. Game Play (Single Player) In the gaming environment, students will analyze and determine solutions to the challenges. Students will also be able to change their solutions to “see” what changes certain science concepts have on challenges.

14. Game Play (Multi-Player) Use the single player skills gained, the students will need to collaborate on a final challenges to survive. Will construct virtual models that will be tested in the game’s simulation physics engine. Improve their models as needed with a cost vs. reward strategy.

15. General Workflow Discussion (conference call and face to face) Write up curriculum, learning objectives, ideas/concepts Construct design document Distribute Revise, re-distribute Approval Storyboard Develop Test Pilot Evaluate 15

16. q = kA (Th -Tc)/L Better create Learning Objectives… 16

17. KSB 2C Concepts 17

18. KSB 2 Design Document After concept is agreed upon: Design document is written up. Storyboards are created from the design document

19. KSB 2C – Demo 19

20. 20 KSB 3 RELATIONSHIP BETWEEN K VALUE AND R VALUE

21. 21 KSB 4 STRUCTURAL DESIGN

22. Multiplayer Status 22 + = +

23. Some Initial External Challenges Consideration for use in school systems Perception of games in school environment Gun, killing things, lethal interventions Shoot ‘em up (not well received) Schools typically have firewall issues Product is forced to CDROM delivery Teacher’s role and comfort level was initially an obstacle Sick or absent team members 23

24. More External Challenges Too “Boyish” (after first student review) Death in game (what effect especially in multiplayer) Quick saving (save efforts?) Individual vs. group Students not pulling their weight Students just not getting it Replay (any incentives for the quick?) 24

25. Some Internal Challenges May be a barrier when working with a group of “boomers” No video game experience for some on team Too many opinions (veto power all around) Tons of rework Why? Too many players involved in the decision making process 25

26. More Internal Challenges Difficult when balancing “fun” vs. “education” Real “fun” is not cost effective Time and manpower for interactive fun snippets Fun can also be difficult when relating to math and science concepts Know limitations , know child’s expectations No preexisting curriculum 26

27. Some Development Challenges Chose software platform before finishing designing Many jumps in software Virtools, Second Life, Unity 3D, Virtools Design had some limitations due to final software Didn’t initially know bounds. We wanted fun, fun costs money, Ended up reducing/modifying some cool ideas 27

28. Our Strengths Thus Far Large team with many various skills Solid science concepts No real limitations to the virtual world Realistic physics engine Good team comradely

29. Lessons Learned Never enough communication Have a head chef (Gordon Ramsay is best) Create a decision model or standard Too much time = too many changes Eventually a sign off Then it does not change Work from written curriculum But allow some degree of fantasy Involvement of development staff before design tends to emphasize technology instead of pedagogy

30. To Stay Informed: http://www.gaming2learn.org/ http://survivalmaster.wordpress.com/

31. Questions